Peer-Assisted Communication Training: Veterinary Students as Simulated Clients and Communication Skills Trainers

2013 ◽  
Vol 40 (3) ◽  
pp. 233-241 ◽  
Author(s):  
Elizabeth B. Strand ◽  
Beth Johnson ◽  
James Thompson
Keyword(s):  
Communication Skills ◽  
Communication Training ◽  
Veterinary Students

scholarly journals An integrated review of the role of communication in veterinary clinical practice

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jack K. H. PUN
Keyword(s):  
Communication Skills ◽  
Communication Training ◽  
Veterinary Science ◽  
Communication Research ◽  
Review Of Literature ◽  
Veterinary Students ◽  
Critical Appraisal Skills ◽  
Keyword Searching ◽  
Veterinary Curriculum

Abstract Background There is a growing interest in exploring the nature of communication in veterinary medicine and understanding how veterinary practitioners communicate with their clients and other professionals. This is the first integrative review of literature on veterinary communication. Applying the PRISMA model, the PubMed, PsychInfo and ERIC databases were searched using keywords such as ‘veterinary’, ‘vet’, ‘communication’ and ‘interaction’ for related articles published between 1 January 2000 and 31 December 2018. Results Keyword searching through the databases yielded 1572 related studies. Only 48 of these studies were included in our analysis after an in-depth review by two independent reviewers using the critical appraisal skills Programme frameworks with high inter-rater reliability (Cohen’s kappa coefficient κ > 0.8). The existing body of research on veterinary communication can be classified into three major areas: (a) client–veterinarian communication, (b) cross-disciplinary communication in a professional veterinarian team and (c) training of veterinary communication skills. This review details the complexity and heterogeneity of agenda in the field of veterinary communication. The included studies indicate that veterinary practitioners are not equipped with specific communication skills to address different agendas in veterinary communication. The veterinary curriculum should include a component on communication training that can help veterinary students acquire necessary communication skills that allow them to effectively communicate with clients and other professionals Conclusion This review detailed the complexity of agendas in the field of veterinary communication. The results indicate that veterinary practitioners can further benefit from training on specific communication skills that address the agendas found in veterinary communication research. Furthermore, the veterinary curriculum should include a component on communication training that equips veterinary students with the necessary communication skills that allow them to effectively communicate with different stakeholders such as clients and colleagues with and across the field of veterinary science.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Communication training as a form of interactive learning

2016 ◽  
Vol 12 (1) ◽  
pp. 158-161
Author(s):  
Svetlana D Shabalina
Keyword(s):  
Communication Skills ◽  
Interactive Learning ◽  
Communication Training

The article touches upon the advantages of communication training as an interactive form of learning in increasing students competencies and modern approaches to trainings, its components, which provides effectiveness in forming communication skills of students.

The Feasibility of Virtual VitalTalk Workshops in Japanese: Can Faculty Members in the US Effectively Teach Communication Skills Virtually to Learners in Japan?

2021 ◽  
pp. 104990912110444
Author(s):  
Kaori Ito ◽  
Takeshi Uemura ◽  
Misuzu Yuasa ◽  
Eriko Onishi ◽  
Youkie Shiozawa ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Training ◽  
Faculty Members ◽  
Secondary Outcome ◽  
Virtual Communication ◽  
Serious Illness ◽  
The Us ◽  
Before And After ◽  
The Mean

Background: VitalTalk is an established training program for serious illness conversations in the US. Previously, this training course has been provided in-person in Japanese, but never virtually. Objectives: To evaluate the feasibility of a virtually administered VitalTalk workshop in Japanese. Setting/Subjects: We conducted a virtual workshop which consisted of 2 days (3 hours per day) of synchronous sessions and preceding asynchronous modules. Five VitalTalk faculty members in the US facilitated 4 workshops for 48 physicians from 33 institutions across Japan. Learners completed surveys before and after the workshop. Measurements: To evaluate the feasibility, learners were asked for their satisfaction with the workshop and the virtual format as primary outcomes and their self-assessed preparedness in serious illness communication as the secondary outcome. Each question employed a 5-point Likert scale. Results: All learners (n = 48, male 79%) participated in the survey. The mean score of the learners’ satisfaction was 4.69 or higher in all questions. The mean score of the virtual format’s satisfaction was 4.33 or higher in all questions. The mean score of self-reported preparedness on the 11 questions were between 2.30 and 3.34 before the workshop, all of which significantly increased to 3.08 through 3.96 after the workshop (p < 0.01 in all questions). Conclusion: Learners in Japan perceived the virtual format of our VitalTalk workshop as satisfactory, and their self-reported preparedness improved significantly after the workshop. VitalTalk faculty members in the US were able to provide virtual communication training to physicians in Japan.

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

2019 ◽  
pp. 811-828 ◽  
Author(s):  
Liesa Reitz ◽  
Aline Sohny ◽  
Gerrit Lochmann
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Communication Skills ◽  
Oral Language ◽  
Real Life ◽  
Communication Training ◽  
Spoken English ◽  
Language Classroom ◽  
The Given ◽  
The Empirical Analysis

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.

Teaching Auxiliary Communication Skills to Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 107-124 ◽  
Author(s):  
John Nietupski ◽  
Susan Hamre-Nietupski
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Systems ◽  
Verbal Communication ◽  
Communication Training ◽  
Auxiliary System ◽  
Communication Aids ◽  
Severely Handicapped ◽  
Communication Programs ◽  
Special Factors

The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.

An Audio-Taped Consciousness-Raising Group for Women: Evaluation of the Process Dimension

1979 ◽  
Vol 4 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Mary Ballou ◽  
Jeanette Reuter ◽  
Thomas Dinero
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Training ◽  
Communication Skills Training ◽  
Women's Issues ◽  
Significant Progress ◽  
Consciousness Raising ◽  
Supportive Environment ◽  
Communications Skills ◽  
Process Dimension

This study describes the development and assessment of an audio-taped women's consciousness-raising program. Two components of the program were communications skills training and the explorations of women's issues. These two components were designed to accomplish four goals: the development of effective communication; an awareness of the issues facing women; the discovery of new options for behavior; and the establishment of a supportive environment. Twenty-seven volunteer women were assigned to three groups, each of which received a different combination of the two components. Using ratings and structured descriptive narratives by trained experienced observers, progress toward the aforementioned goals was measured in each group. The group that only received the communications training component made steady significant progress over time toward all four goals. The group that received both the communication training and women's issues components made significant progress toward two goals: the development of effective communications and the discovery of new options for behavior. The group that received only the women's issues component made no apparent progress toward any of the goals. The results point toward the effectiveness of this audio-taped program and the importance of including communication skills training in consciousness-raising programs.

scholarly journals Impact of ISBAR Communication Training on Interpersonal Communication and Teamwork of Residents in General Practice Standardized Training

2020 ◽  
Vol 11 ◽  
pp. 76-83
Author(s):  
Min Chen ◽  
Jianhao Yin ◽  
Rui Jia ◽  
Hao Zhang ◽  
Rong Yan ◽  
...  
Keyword(s):  
General Practice ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Clinical Education ◽  
Training Model ◽  
Communication Training ◽  
Control Group ◽  
Observation Group ◽  
Communication Ability ◽  
The Impact

Interpersonal communication and teamwork is one of the training objectives of standardized training for residents. The ISBAR (Identify, Situation, Background, Assessment, Request) communication training model can effectively improve physicians’ clinical communication skills and teamwork ability. Our research aims to explore the impact of the ISBAR communication training on the interpersonal communication and teamwork of residents in general practice standardized training. A total of 92 general practitioners (GP) who participated in the Standardized Residency Training in the First Affiliated Hospital of Xi’an Jiaotong University in September 2018 were randomly recruited and divided into observation group（n=46） and control group（n=46） using simple random grouping method. GP in the observation group was trained by the ISBAR communication training model, whereas GP in the control group was trained by the traditional clinical education model. Six different scales were used to assess the interpersonal communication ability and teamwork ability of the two groups at different time points. After two weeks of training，the scores of interpersonal communication ability and teamwork ability in the observation group were higher than those in the control group（P<0.05）. ISBAR communication training model may significantly improve the interpersonal communication skills and teamwork ability of residents in general practice standardized training.

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